Fostering critical thinking and global awareness through innovative assessment in higher education

In response to the increasing demand for graduates who are not only proficient in their field but also possess critical thinking skills and global competence, this study investigates the impact of innovative assessment practices on English as a Foreign Language (EFL) learners in Algerian higher education institutions. With the evolving landscape of education, traditional assessment methods are being increasingly replaced by more dynamic, learner-centered approaches aimed at fostering 21st century skills. This research employs a descriptive mixed-methods design, combining quantitative and qualitative data to explore the perceptions of 20 EFL instructors and 150 students across five Algerian universities. The study focuses on alternative assessment strategies such as project-based learning, digital portfolios, and peer assessments. Through a combination of student questionnaires, instructor interviews, and document analysis of student portfolios and project work, the research investigates the effects of these innovative methods on student engagement, critical thinking, and the development of global competence. The results reveal the positive influence of non-traditional assessments on learner motivation, analytical abilities, and intercultural awareness. Additionally, the study assesses the challenges faced by instructors and institutions in implementing these approaches and provides recommendations for enhancing their effectiveness. The findings suggest that innovative assessment practices play a crucial role in preparing EFL students for the demands of the globalized world, contributing to both their academic success and their ability to engage meaningfully in diverse, international contexts.